Group items tagged

Paper examining the variables associated with persistence and transfer of Community College Transfer Students. Cites math remediation as one critical barriers.

Finds that students who enrolled in a student success course in the first semester were more likely to earn college-level credits and were more likely to persist to the second year. Also finds that students referred to remedial education were more likely to earn college-level credits if they enrolled in a student success course in their first term. (Community College Research Center, February 2012)

Summarizes states' efforts to provide information on success of K-12 students after high school, such as postsecondary enrollment, remediation, persistence and degree completion. (Data Quality Campaign, December 2011)

The GED testing service has just published Crossing the Bridge: GED credentials and Post Secondary Educational Outcomes. This is a baseline report that follows GED graduates from 2003 (first cohort of the new test) and their enrollment, persistence, and graduation from post secondary institutions. It compares this group with the high school diploma and general population for the school's attended. This is the first year report of a 3 year project to provide a cohort of students with targeted instruction, GED passage, career exploration, and college readiness. The GED administered will be a prototype using the national State College Readiness standards.

Finds that adult students who had been awarded academic credit for "prior learning" earned in the military, corporate training and other non-classroom settings were more than twice as likely to graduate, and to persist even if they did not graduate, than were their peers who had not earned such credit. (Council for Adult and Experiential Learning, March 2009)

"Participation, Persistence and Performance of Missouri Developmental Education Students" Presentation tracking developmental education from the Missouri Department of Higher Education

Finds that remediation does little to develop students' skills. But the study also finds little evidence that it discourages initial enrollment or persistence, except for students mis-assigned to remediation. Instead, the primary effect of remediation appears to be that students take remedial courses instead of college-level courses. (Judith Scott-Clayton and Olga Rodriguez, National Bureau of Economic Research, August 2012) Link to Abstract http://papers.nber.org/papers/w18328?utm_campaign=ntw&utm_medium=email&utm_source=ntw

Studies the impact of student success courses on student persistence, completion and transfer. The report finds some impact, but was unclear about which characteristics of these courses were most beneficial. Researchers examined data from Florida's community college system. (Matthew Zeidenberg, Davis Jenkins and Juan Calcagano; Community College Research Center, 2007)

JFF State Policy Framework from Achieving the Dream. Outlines focus on data, assessment/placement, persistence/completion, incentives, transition/transfer

This is the first year report of a three year longitudinal study by the American Council on Education to understand the effects of obtaining the GED on postsecondary enrollment, persistence, and completion. This study supports transitioning adult learners without a high school diploma to the GED credential and into postsecondary with accelerated learning. This first year study used the information gathered at the National Student Clearinghouse (NSC). The NSC holds 93 percent of postsecondary student enrollment. The study focused on adults who acquired the GED credential in 2003. The pilot study founded credential recipients had a significantly higher enrollment rate into postsecondary than non-passers; females enrolled more than males; there is no significant ethnic difference between enrollees and non-enrollees.

Discusses actions for state policymakers to take to strengthen their P-20 data systems to increase college and career readiness. (Data Quality Campaign, January 2012)

Examines the impact of learning communities on community colleges finds that this approach is well suited for the teaching of basic skills. (Cathy McHugh Engtrom and Vincent Tinto, Pell Institute, 2008)

The Virginia Community College System (VCCS) is engaged in a strategic planning process to improve performance. A key objective is to encourage colleges to improve retention and academic success for unprepared students. This report presents the main findings from a study of VCCS developmental education and outlines suggestions to attain the strategic plan goals. (Josipa Roksa, Davis Jenkins, Shanna Smith Jaggars, Matthew Zeidenberg & Sung-Woo Cho, Community College Research Center, November 2009)

Examines the evidence base on reforming mathematics classroom pedagogy, which may be a potential means for improving the course completion and learning outcomes of developmental math students. (Center for Community College Research, February 2011)

Partnering with six community colleges, MDRC developed and evaluated four distinct programs based on the following approaches: financial incentives, reforms in instructional practices, and enhancements in student services. (MDRC, March 2011)

Summarizes findings from VCCS' effort to improve the rates at which students complete developmental coursework and advance to take and pass college courses, particularly the initial college-level, or "gatekeeper," math and English offerings. (Community College Research Center, November 2009)